This study examines six Korean transnational girls enrolled in two advanced placement (AP) biology classes to understand their experiences in science classrooms at the intersection of race, language, and gender. Confronting the model minority stereotype for Asian students, which is particularly salient in science, technology, engineering, and mathematics related disciplines, I ask why these six girls chose to take advanced science and mathematics classes, in general, and AP biology, in particular, and what challenges they faced in the focal biology classes. Based on an analysis of classroom observation and interview data, I argue that their decisions to take science and mathematics courses were ways of negotiating their positions as members of a racial minority, English learners, and Koreans with stereotyped characteristics. In the class, they encountered challenges related to various modes of language used in advanced science classes, such as unfamiliar science terms, complex texts, social linguistic skills required in discursive practices, and various knowledge going beyond class texts. While challenged, the girls were not empowered enough to pursue academic assistance in the gendered sites of the AP biology class. I discuss research and pedagogical implications of the study focusing on the science education of transnational nonnative English-speaking students.